Research Question: How have Special Education lesson plans improved? Contributed by: Jessica Brown
"Assessment and Instruction of Self-Recognition"
Self-recognition is recognition of one's own image as representing one's self. Self-recognition is an early form of and is important when it comes to learning oneself, one's own actions, and to express empathy. Self-recognition influences other areas of development. Research on the development of self-recognition in children with disabilities was focused on children with intellectual disabilities. It was founded that children with intellectual disabilities who develop self-recognition at the same rate as children with no disabilities. Studies on children with intellectual disabilities have found that they develop self-recognition at the same sequence as children with no disabilities. The children with intellectual disabilities first responded to images of objects before images of themselves in the mirror. The lesson should have age appropriate materials. A lot of lesson plans that are being set up have a lot to do with mirrors for children at a young age. Playing with mirrors can also include objects and other people, and should be placed at the lower part of a wall so children can watch themselves play. These activities need to take place on a hard surface. At young ages adults should pointing at the mirror and stating the child's name. Another lesson that can be facilitated is an adult naming the object then pointing at the mirror image. Next, touching the object and naming it again.
Reaction:
Self-recognition is very important to people and in development. I feel it is important to do self-recognition lessons with children with intellectual disabilities. The lesson plans illustrated in this article are not hard and anyone could do them. These lessons are extremely effect and should be followed in all preschools. I feel with the results that this article showed, there is no reason these lesson plans cannot be taught to every child with intellectual disabilities. I found it very interesting reading this article because I learned that such a little thing like putting a mirror on a wall can have such a major impact on children with intellectual disabilities. I also found it interesting
Bruce, Susan, Elizabeth Pike Parnell, and Muhammad Zayyad.“Assessment and Instruction of Self-Recognition..” Teaching Exceptional Children 41.1 (2008): 36-41.
"Identifying and Enhancing the Strengths of Gifted Learners, K-8: Easy-to-Use Activities and Lessons"
This article talks about how teachers can identify children's strengths early and gain in sight into each student's abilities by providing them with a variety of lesson plans. Next, the article raves about a specialist Ann Maccagnano who K-8 teachers a variety of challenging activities and lessons to develop and nurture the talents of students with special needs. Each chapter of her book begins with analysis activities which immediately and non-professionally assess students' current skills and development. Miss Maccagnano provides the readers with enhancement activities then supplies them with everyday curriculum. Teachers can select and implement any number of appropriate learning experiences to improve in a variety of students' skills.
Reaction:
From this brief overview of Maccagnano's book. This book seems very useful in providing lesson plans for teachers to gain insight to students' abilities early. Working at a preschool I have seen a lot of different lesson plans. Most of those lesson plans gain knowledge of students' disabilities after weeks. If the lesson plans in this book are effective they would be a very powerful tool for teachers. Through this book teachers could discover more about their students quicker. I feel that if these lesson plans are effective then this book would be useful for every teacher k-8. I also think that in this article the author was trying very hard to build up this book in a too obvious manner. I think the author talked too much about the author of the book, and should have included more on her lesson plans.
Maccagnano, Ann Marie. “Identifying and Enhancing the Strengths of Gifted Learners, K-8: Easy-to-Use Activities and Lessons.” Corwin Press (2007): 136. "From Broadway to Classroom: Using Entertainment Media to Get Your Point Across"
Teachers today are more aware of differences in the way students learn and that a wide variety of strategies must be employed when teaching. Especially when it comes to children with special needs. Famous musicals, that are appropriate, can be entertaining and address objectives in both the cognitive and affective domains. In this article, the authors provide applications of specific Broadway musicals and films to everyday practices. One example is a teacher could tell students that everyone has bad days or problems. Then the teacher could show her students a clip of a song and ask them to illustrate what is the problem from the song. Reaction:
I feel these activities shown in this article are very well thought out. I feel children with special needs will be provided a creative way to learn, which is what they need. I think showing them Broadway musicals is a lesson plans that will really get their attention and they will apply themselves more because of that. I think a lot of inventive lesson plans can be created based around this idea.Rieck, William, and Donna Dugger-Wadsworth. “From Broadway to Classroom: Using Entertainment Media to Get Your Point across..” Clearing House 81.4 (2008): 165-168.
"Feel the Earth"
The article offers suggestions for planning geography lessons for students with disabilities. The focus of these lessons are the importance of sensory experiences and activities involving dry leaves, electric fans, scarves, and recorded sound effects are presented. The author also suggests using sensory experiences to explore other seasons and different areas of the world, such as rainforests, glaciers, or large cities.
Reaction:
I think this a wonderful idea for special education students. Especially those who are very sensitive to touch such as children with autism. I feel active lessons are the ones students are the most excited for, and learn best by. It is interesting how teachers can use the five senses in lessons in order to gain the attention of special needs students.
Leaman, Louisa. “Feel the earth..” Times Educational Supplement 4812 (2008): 40-41.
"LESSONS; Voucher Program Gets Failing Grade in Special Ed"
This article is about two school voucher programs that Florida has set up. One, small but widely publicized, pays private tuition for students who drop-out of public schools that have low test scores. Students from 10 low-income Florida schools can get vouchers next year. Yet, the authors experience suggests that only a few students will use them. A bigger program, that is less well known, is open to all special-education students. Any child whom a public school has identified as having a learning or physically disability that is in need of special help can get a voucher for private tuition.
Reaction:
I feel the program for special need students is the only useful one of the two. I feel a lot of students with special disabilities drop out of school because they do not get the personalized attention that they need to succeed in school. Yet, children who drop-out are not at a disadvantage like the students with special needs. I think that money should not be spend on students that to not put forth enough effort to stay in school. I think this is shown when the author of this article states that in his experience only a few students will use these vouchers. I think the money that is spent in that program is a waste and should be put to greater use.
Richard Rothstein. “LESSONS; Voucher Program Gets Failing Grade in Special Ed..” New York Times (2002): 7.
Research Question: How have Special Education lesson plans improved?
Contributed by: Jessica Brown
"Assessment and Instruction of Self-Recognition"
Self-recognition is recognition of one's own image as representing one's self. Self-recognition is an early form of and is important when it comes to learning oneself, one's own actions, and to express empathy. Self-recognition influences other areas of development. Research on the development of self-recognition in children with disabilities was focused on children with intellectual disabilities. It was founded that children with intellectual disabilities who develop self-recognition at the same rate as children with no disabilities. Studies on children with intellectual disabilities have found that they develop self-recognition at the same sequence as children with no disabilities. The children with intellectual disabilities first responded to images of objects before images of themselves in the mirror. The lesson should have age appropriate materials. A lot of lesson plans that are being set up have a lot to do with mirrors for children at a young age. Playing with mirrors can also include objects and other people, and should be placed at the lower part of a wall so children can watch themselves play. These activities need to take place on a hard surface. At young ages adults should pointing at the mirror and stating the child's name. Another lesson that can be facilitated is an adult naming the object then pointing at the mirror image. Next, touching the object and naming it again.
Reaction:
Self-recognition is very important to people and in development. I feel it is important to do self-recognition lessons with children with intellectual disabilities. The lesson plans illustrated in this article are not hard and anyone could do them. These lessons are extremely effect and should be followed in all preschools. I feel with the results that this article showed, there is no reason these lesson plans cannot be taught to every child with intellectual disabilities. I found it very interesting reading this article because I learned that such a little thing like putting a mirror on a wall can have such a major impact on children with intellectual disabilities. I also found it interesting
Bruce, Susan, Elizabeth Pike Parnell, and Muhammad Zayyad.“Assessment and Instruction of Self-Recognition..” Teaching Exceptional Children 41.1 (2008): 36-41.
"Identifying and Enhancing the Strengths of Gifted Learners, K-8: Easy-to-Use Activities and Lessons"
This article talks about how teachers can identify children's strengths early and gain in sight into each student's abilities by providing them with a variety of lesson plans. Next, the article raves about a specialist Ann Maccagnano who K-8 teachers a variety of challenging activities and lessons to develop and nurture the talents of students with special needs. Each chapter of her book begins with analysis activities which immediately and non-professionally assess students' current skills and development. Miss Maccagnano provides the readers with enhancement activities then supplies them with everyday curriculum. Teachers can select and implement any number of appropriate learning experiences to improve in a variety of students' skills.
Reaction:
From this brief overview of Maccagnano's book. This book seems very useful in providing lesson plans for teachers to gain insight to students' abilities early. Working at a preschool I have seen a lot of different lesson plans. Most of those lesson plans gain knowledge of students' disabilities after weeks. If the lesson plans in this book are effective they would be a very powerful tool for teachers. Through this book teachers could discover more about their students quicker. I feel that if these lesson plans are effective then this book would be useful for every teacher k-8. I also think that in this article the author was trying very hard to build up this book in a too obvious manner. I think the author talked too much about the author of the book, and should have included more on her lesson plans.
Maccagnano, Ann Marie. “Identifying and Enhancing the Strengths of Gifted Learners, K-8: Easy-to-Use Activities and Lessons.” Corwin Press (2007): 136.
"From Broadway to Classroom: Using Entertainment Media to Get Your Point Across"
Teachers today are more aware of differences in the way students learn and that a wide variety of strategies must be employed when teaching. Especially when it comes to children with special needs. Famous musicals, that are appropriate, can be entertaining and address objectives in both the cognitive and affective domains. In this article, the authors provide applications of specific Broadway musicals and films to everyday practices. One example is a teacher could tell students that everyone has bad days or problems. Then the teacher could show her students a clip of a song and ask them to illustrate what is the problem from the song.
Reaction:
I feel these activities shown in this article are very well thought out. I feel children with special needs will be provided a creative way to learn, which is what they need. I think showing them Broadway musicals is a lesson plans that will really get their attention and they will apply themselves more because of that. I think a lot of inventive lesson plans can be created based around this idea.Rieck, William, and Donna Dugger-Wadsworth. “From Broadway to Classroom: Using Entertainment Media to Get Your Point across..” Clearing House 81.4 (2008): 165-168.
"Feel the Earth"
The article offers suggestions for planning geography lessons for students with disabilities. The focus of these lessons are the importance of sensory experiences and activities involving dry leaves, electric fans, scarves, and recorded sound effects are presented. The author also suggests using sensory experiences to explore other seasons and different areas of the world, such as rainforests, glaciers, or large cities.
Reaction:
I think this a wonderful idea for special education students. Especially those who are very sensitive to touch such as children with autism. I feel active lessons are the ones students are the most excited for, and learn best by. It is interesting how teachers can use the five senses in lessons in order to gain the attention of special needs students.
Leaman, Louisa. “Feel the earth..” Times Educational Supplement 4812 (2008): 40-41.
"LESSONS; Voucher Program Gets Failing Grade in Special Ed"
This article is about two school voucher programs that Florida has set up. One, small but widely publicized, pays private tuition for students who drop-out of public schools that have low test scores. Students from 10 low-income Florida schools can get vouchers next year. Yet, the authors experience suggests that only a few students will use them. A bigger program, that is less well known, is open to all special-education students. Any child whom a public school has identified as having a learning or physically disability that is in need of special help can get a voucher for private tuition.
Reaction:
I feel the program for special need students is the only useful one of the two. I feel a lot of students with special disabilities drop out of school because they do not get the personalized attention that they need to succeed in school. Yet, children who drop-out are not at a disadvantage like the students with special needs. I think that money should not be spend on students that to not put forth enough effort to stay in school. I think this is shown when the author of this article states that in his experience only a few students will use these vouchers. I think the money that is spent in that program is a waste and should be put to greater use.
Richard Rothstein. “LESSONS; Voucher Program Gets Failing Grade in Special Ed..” New York Times (2002): 7.
EDC 102 F08 Fnl Proj Eval - Jessica B